Dilemmas in Using Phenomenology to Investigate Elementary School Children Learning English as a Second Language

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dc.contributor.author Shi, Zihan
dc.date.accessioned 2011-06-09T21:24:30Z
dc.date.available 2011-06-09T21:24:30Z
dc.date.issued 2011
dc.identifier.uri http://hdl.handle.net/10294/3369
dc.identifier.uri http://ineducation.ca/article/dilemmas-using-phenomenology-investigate-elementary-school-children-learning-english-second- en
dc.description.abstract This paper is intended for doctoral students and other researchers considering using phenomenology as a methodology to investigate the experiences of children learning English as a second language in an elementary classroom setting. I identify six dilemmas or puzzling challenges likely to arise if researchers adopt a phenomenological approach to conducting research. The six dilemmas fall under two categories: fundamental and situational. Fundamental dilemmas include descriptive versus interpretive; objective versus subjective; and participant voice versus researcher voice. The former focus is on a fundamental understanding of phenomenology as a research method while the latter include language and cultural challenges and limitations of the researchers. Situational dilemmas arise from the challenges an investigator may encounter in using an in-depth interview as a research tool with children from different cultural and language backgrounds. I present these dilemmas so that researchers can understand more readily the challenges they may face in exploring the lived experience of these children. Keywords: phenomenology, English Language Learners, lived experience en_US
dc.language.iso en en_US
dc.publisher University of Regina, Faculty of Education en_US
dc.title Dilemmas in Using Phenomenology to Investigate Elementary School Children Learning English as a Second Language en_US
dc.type Article en_US
dc.description.authorstatus Other en_US
dc.description.peerreview yes en_US

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